International Graduate EducationCopyright (c) 2015 Utah State University All rights reserved.http://digitalcommons.usu.edu/cuenr/Sessions/International
Recent Events in International Graduate Educationen-usFri, 06 Mar 2015 19:52:02 PST3600International Masters Program in Europe : a Model for the US?http://digitalcommons.usu.edu/cuenr/Sessions/International/4
http://digitalcommons.usu.edu/cuenr/Sessions/International/4Fri, 26 Mar 2010 15:30:00 PDTMargaret A. ShannonInternational Forestry Master Programmes Within the Bologna Processhttp://digitalcommons.usu.edu/cuenr/Sessions/International/5
http://digitalcommons.usu.edu/cuenr/Sessions/International/5Fri, 26 Mar 2010 15:00:00 PDTSiegfried LewarkDeveloping Leadership for Sustainable Environments: The International, Interdisciplinary Master of Science ‘Environmental Governance’ (MEG) at the University of Freiburg, Germanyhttp://digitalcommons.usu.edu/cuenr/Sessions/International/3
http://digitalcommons.usu.edu/cuenr/Sessions/International/3Fri, 26 Mar 2010 14:00:00 PDT
Sustainable development and accordingly sustainability in the manifold relationships between humans and the environment have become integral rules of conduct in politics, the economy and society. One of the major challenges to the implementation of sustainable development concerns effective governance processes between various stakeholders regarding the wise use of environmental resources within companies, administrations, organizations, and society at large. The international MSc Program ‘Environmental Governance’ (MEG) responds to this special need. Launched at the University of Freiburg, Germany, in 2005, the program’s focus is on facilitating the institutionalization of context‐ effective environmental governance arrangements that combine market, state and civil society regulation for sustainable development. MEG is designed as a two‐year, full time program under the European Bologna system. A maximum of 30 students are selected each year in a highly competitive procedure based on criteria of excellence and geographical representation (industrialized countries, countries in transition, developing countries as well as global regions). Teaching is organized in three‐week block modules, comprising core and elective modules aiming at: (i) the development of a sound knowledge basis of the most pressing environmental issues facing the planet and their underlying societal causes (‘realizing’), (ii) the comparative discussion of different analytical frameworks from social, economic and political science perspectives against the background of fundamentals in natural sciences (‘understanding’), and (iii) the provision of methodological knowledge and skills for the context sensitive design and management of environmental governance processes (‘managing’). The aim of the paper is to demonstrate the (increasing) need for training in environmental governance and the related challenges in its implementation. We use the experiences gained in the first five years of the MEG program to critically reflect on the barriers towards realizing interdisciplinary study programs in an institutional environment that is still very much aligned along disciplinary traditions, and we stress the need for international networking as one option to overcome some of those barriers.
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Michael Pregernig et al.International MS Education and Dual Degrees in Forestry: The Atlantis Programhttp://digitalcommons.usu.edu/cuenr/Sessions/International/1
http://digitalcommons.usu.edu/cuenr/Sessions/International/1Fri, 26 Mar 2010 14:30:00 PDT
The Atlantis Program is a multi‐institutional international collaboration that aims to train Master’s degree students in Forest Resources who are capable of coming up with innovative solutions for North American, European, and global forestry issues. Graduates of the Transatlantic Master's Degree Program in Forest Resources will possess professional knowledge, language and intercultural communication skills invaluable for successful careers in international environments. This presentation will review the Atlantis Program, examine the benefits and challenges of dual MS degree programs, graduate student study abroad, international collaborative research thesis projects, and the evaluation mechanisms implemented to give guidance on future direction.
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Bronson Bullock et al.Integrated Forest Policy and Economics, An International Masters Program in Southeast Europehttp://digitalcommons.usu.edu/cuenr/Sessions/International/2
http://digitalcommons.usu.edu/cuenr/Sessions/International/2Fri, 26 Mar 2010 13:30:00 PDT
In 2007, the first FOPER masters program on Integrated Forest Policy and Economics was offered jointly by the University of Belgrade, Faculty of Forestry and the University of Sarajevo, Faculty of Forestry and accredited by not only Bosnia‐Herzegovina and Serbia, but also Albania, Croatia and Macedonia. Twenty‐four students from these countries enrolled in the program and to date nineteen of them have successfully defended their master’s thesis. This innovative program was the first time that students from the former Yugoslavian countries came together in a joint educational setting. It was also the first time that faculty from the different universities collaborated in offering a single curriculum. This MSc program is part of a larger capacity building project in Southeast Europe focused on increasing research and education in both forest policy and economics, areas of weakness in recent decades and essential for current policy and practice. It is also in compliance with the new educational policy in Europe called ‘the Bologna Process’. In 2010, the second offering of the FOPER MSc program will begin in Sarajevo and continue in Belgrade as before. In addition to the common curriculum of study, the students will be integrated into multi‐country research projects that are lead by a collaborative group of faculty and researchers from the SEE region, Europe and potentially elsewhere for their thesis research. What is distinctive about this program is the effort to integrate the teaching of policy and economics. These topics are often separated – in theory and disciplinary organization as well as in teaching— leading students, researchers and policy makers to consider each as a separately functioning aspect of society. Nothing could be farther from actual practice and in the context of rapid political, economic and social transition in the SEE countries, this artificial divide is untenable when effective new policies and institutions are being created. From this disciplinary, pedagogical and practical commitment comes also a social and political commitment to address problems of relevance to the region, to prepare students for a social and political environment that is much different than their professors and families experienced, and to create a functioning science‐policy community that is capable of addressing the challenging issues of the times. This paper will address the origin and design of this new program, but will focus on the impact of this educational and research experience on the students, faculties and universities as well as prospects for the future in terms of education, research, management and policy. As part of a larger donor funded capacity building project, the FOPER MSc program precipitated numerous innovations in teaching method and style, modes of research organization, and recognition of the value of social science in natural resource and environmental policy making processes. In addition, new educational and research capacities resulted from this collaborative effort which can support the incorporation of a wider network of teachers and a more international body of students. These kinds of programs can offer an opportunity for US universities to cooperate with European partner programs so as to greatly expand the opportunities for students.
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Margaret A. Shannon et al.